黃觀榮
2016年高考,許多省份又將回到全國卷的大家庭中,似乎驗證了“分久必合,合久必分”的歷史規(guī)律。在研究全國卷過程中,高考詞匯量的要求是不可忽視的內容,而全國卷詞匯量比許多省份要求都更高,這樣也直接影響著學生聽、說、讀、寫各項技能的發(fā)展,進而決定高考成績。因此,掌握詞匯的重要性就不言而喻了。
學生到了高考復習階段,把課程標準中的詞匯表或高考考試說明中的詞匯表以及課本后的詞匯表都拿出來記憶,一遍一遍,一輪一輪,這樣做確實有效果,但“事半功倍”還是“事倍功半”?新課程標準有一個非常重要的原則:“在用中學、在學中用、學用結合”。北京外國語大學的張連仲教授關于詞匯學習也有“不孤立地學習詞匯、不學習孤立的詞匯”的觀點。由此可見,在語境中學習詞匯,在運用中學習詞匯是掌握詞匯的有效策略。把詞匯表的單詞背住了,充其量只能解決單詞的拼寫、詞性,詞義等問題,與“學以致用”的目的相去甚遠。面對高考要求的大量的課內外詞匯,英語詞匯復習怎樣進行呢?下面以我課堂教學為例,談談詞匯復習方法與策略問題。
一、閱讀中學詞匯
閱讀是高考的關鍵,每天閱讀不僅能提高閱讀各項能力而且還能不斷學習和鞏固詞匯。做法是:學生自讀,選出3-5個詞板書在黑板上,上課開始用英文解釋或串講單詞形成段落,并教全班同學學習,每天兩人。字典中的例句往往是出題的依據(jù),學生教學不僅讓自己記住單詞也讓大家熟悉詞匯。舉例如下:
同學1:
1.ideal 理想的 He is my ideal of a good teacher.
2.reputation 名望 He earns a good reputation in his field.
3.destination 目的地 We arrived our destination finally.
4.delight 使 高興 He takes delight in proving others wrong.
同學2:
1.Aerospace航空航天的 the aerospace industry.
The Nanjing Aerospace University is a good place to study.
2.consistent一致的 You are not consistent with yourself.
3.ensure保證,擔保 I can not ensure what he has said is true.
保護,使安全 Strict management can ensure students safety.
二、資源中教詞匯
多年的教學,我經常選擇網絡中能夠調動學生興趣的新聞、故事、笑話、歌曲等資源在課堂上用多媒體進行教學,學生很愛學,從而在緊張的復習時間里用多樣化的學習方式達到復習鞏固詞匯的目的。
例1:Everyday News
SEOUL, (Xinhua)—Chinese President Hu Jintao and leaders of other Group of 20 (G20) members gathered here Friday to address the challenges to the ongoing global economic recovery and work out strategies to achieve strong, sustainable and balanced global growth.
例2:Everyday Story
One day a farmers donkey fell into an abandoned well. The animal cried piteously for hours as the farmer tried to figure out what to do. Finally, he decided the animal was too old and the well needed to be covered up anyway; so it just wasnt worth it to him to try to retrieve the donkey
…
例3:《Forrest Gump》
視頻播放《阿甘正傳》片斷,從影片的臺詞中學習聽力和詞匯。
1. Wanna = want to, want a, do you want to
2. a million and a half:
3. “Life was like a box of chocolates. You never know what you're going to get”:
4. awful:A. an awful smell B. I felt awful this morning.
C. We spent an awful lot of money on furniture.
三、寫作中強詞匯
高三的學生怕寫作。其主要原因可能是學生缺乏基礎的詞匯,以及對基礎詞匯的靈活運用能力,由此,在寫作中利用活躍詞匯,有利于高考中的書面表達能力的培養(yǎng)。
例如:“Create”
(1)Having a mixture of male and female nurses also helps create a fun atmosphere, which helps patients recover faster.(Unit1 M11 P11)
(create a fun atmosphere意為“營造快樂的氛圍”)
(2)Having more male nurses will help create a positive balance between male and female staff, and it will allow patients the choice of a male or female carer. (Unit1 M11 P11)
(create a positive balance between A and B意為“在A和B之間建立一個積極的平衡”)
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四、考題中固詞匯
高考題、模擬題中把所有完形填空單詞項以辭典標準例句記憶;如果單詞水平較差的話可以把直接答案進入背誦,肯定會有大收獲;對詞匯手冊進行排查的時候一定注意每個單詞的第二第三詞義用法,和其在英語語境中的拓展用法。出卷老師往往會利用詞典來準確定位詞匯的準確含義和用法。
學習有法,學無定法。高考詞匯復習方法和策略多種多樣,若教師能在教學實踐中多總結高效的詞匯復習方法,學生定能更加自信走進高考考場。